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Table of contents:
Re: Perspective and working a..
re: IRC
Re: Music & Art
Re: homeschooling [misc.education #26797]
public/homeschool_OM
Sports (was public/homeschool_OM)
Re: reading: sooner the better
Slavery/Freedom Songs
Re: Science Ideas
newsletter
Magazines for Young Ones
Re: Music & Art
------------------------------------------------------------------
From: Matthew <blais...@vaxc.csps.com>
Date: Fri, 17 Mar 95 08:02:20 EST
Subject: Re: Perspective and working a..
From: KSOl...@aol.com
>I am new to the list and have a question on the subject of
>commercializing. If I recieve a newsletter that proves to be a good
>source of information and helpful, would it be proper to let
>everyone on the list know? Or would that be improper? Just
>wondering.
Definitely feel free to pass the information along - one of the main
reasons some people subscribe to this list is to learn about various
resources available... (cost info, as well as other descriptive info
re: benefits are helpful...)
Matthew
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From: <sula...@telerama.lm.com>
Date: Fri, 17 Mar 1995 09:23:15 +0500 (EST)
Subject: re: IRC
On Fri, 17 Mar 1995, Tobin Eckian wrote:
> hi folks, just a question: Do many of you (us) visit the IRC home school
> channel to chat? If so, when and how often? I would like to connect there. :}
>
> Peace, Tobin
>
>
I'm on IRC at varying times, but I could set up a time when I'd be on.
My nick is mehtab. I'm often multichanneling, but I always try to log
into #home-ed first.
Cindy
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From: "B. R. Frank" <byron...@octopus.pgh.wec.com>
Date: Fri, 17 Mar 95 9:29:41 EST
Subject: Re: Music & Art
First off: Thanks to Heather, Ruthann, and Sandy for hunting up the words
to "Lifeline", the song about Harriet Tubman and the Underground RR.
Russell Smith's articles, that song, and Marti's post about Music and Art
started some thoughts percolating in my mind about teaching music to
children. Here they are (ta da!) in what I hope to be a reasonably
organized fashion.
There's three "levels" or ways to use music in education - teaching
music, teaching _about_ music, and teaching _with_ music.
Teaching music I see to be teaching the components and mechanics of
music. This includes the concepts of melody, harmony, and rhythm and
other elements of music theory - beats, measures, harmonic intervals, the
circle of fifths, etc. This can be incorporated with how to read written
music - the notes on the staff (All Cows Eat Grass, Every Good Boy
Deserves Fudge), time signatures, key signatures, etc.
Of course, this should be adjusted to the age of the child - I wouldn't
try to teach a four year old about what the circle of fifths means, but
teaching rhythm by clapping to music or melody by singing a song with the
child would serve the purpose of teaching music. (For me, I would have a
hard time calling it teaching - for me, it would be FUN!) Eventually,
this could lead to learning how to play a specific instrument.
Teaching _about_ music involves exploring all the many different kinds of
music that are available - from plainsong chants to madrigals to baroque
to classical to romantic to jazz (and all its many flavors) to spirituals
to gospel to folks songs through the centuries to whatever you can think
of and stuff I probably forgot. Just listening to a wide variety of music
is a great way to introduce things like the sonata form, the elements of
a fugue (I still remember the thrill I felt when I recognized a pedal
point for the first time), etc. Pieces like "Peter and the Wolf" or
Keillor's "Young Lutheran's Guide to the Orchestra" (oops - Britten's,
"Young Person's Guide to the Orchestra") are marvelous introductions to
the orchestra as individual instruments which make up a whole.
Listen, listen, listen! If your child is musically inclined (I believe
some kids are, some just aren't), he or she will want to start making, on
their own, the same kinds of sounds / styles that they are hearing.
(Note: this may not happen when they're young - it wasn't until my late
teenage years that I started to imitate / emulate different styles I
heard.) The more you listen to, the easier it is to distinguish between
"good" music and "bad" music (definitions may be adjusted to suit your
taste).
The last point is what I think can be neglected too often - that is,
teaching _with_ music. Throughout history, songs have been composed to
commemorate happenings both great and small. I consider the large number
of folk songs, ballads, and other lyrical "common" songs to be a wealth
of material for studying alongside other events. These songs span the
centuries. Recently, I was at an organ/voice recital where the soloist
presented some songs by Purcell, one of which ("The Knotting Song") was a
political parody of the time, written about the Queen's perceived
idleness. After hearing "Lifeline" for the first time several years ago,
I could no longer read about the Underground RR without recalling that
song. I've learned more about different parts of Canada and the people of
Canada from Stan Rogers' songs that I ever did in school.
For just about any part of history that you're studying, there's probably
some "folk" songs that were written about the events of that time. With a
little research and a good library, you could probably find either a
recording or a music book that contains lyrics pertinent to what is being
studied.
These three areas (studying music, about music, with music) don't need to
be separated (and probably shouldn't be). They can be integrated into
whatever curriculum or un-curriculum you're using.
Music is a great way of communicating a vast spectrum of human emotions
and thought. No home should be without music.
According to Peter Scheikele (with apologies to Duke Ellington (I
think)):
"It don't mean a thing if it ain't got that certain je ne sais quois."
Musically yours,
Byron Frank
byron...@cnfd.pgh.wec.com
Westinghouse CNFD
Monroeville PA
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----------------------------------------------------------
From: ewan...@MIT.EDU
Date: Fri, 17 Mar 1995 09:47:24 -0500
Subject: Re: homeschooling [misc.education #26797]
I found this in another part of the net. The first few lines
of requoted discussion may not make much sense out of context,
but I enjoyed the home-educated person's response at the bottom.
-- EWA
------ Forwarded Article <1995Mar17.0...@news.etc.bc.ca>
------ From ts...@cln.etc.bc.ca (TYLER SOON)
In a previous article, jw...@andrew.cmu.edu (James W Walden) says:
>Excerpts from netnews.misc.education: 11-Mar-95 Re: homeschooling (was:
>"Fi.. by John Gaf...@best.com
>> In article <8jLa=Ve00VU...@andrew.cmu.edu>, James W Walden
>> <jw...@andrew.cmu.edu> wrote:
>> >
>> > The only surprise is your post - I didn't claim any of these things, so
>> > why do you feel the need to refute them?
>> > James
>>
>> You're right, you didn't explicitly make some of the points I inferred
>> from your post -- I may have even misattributed a thing or two to you that
>> you didn't say (I thought it was you that claimed 50% of U.S. parents
>> could teach these types of topics in the home).
>
>That's similar to my statement, but there's a vital difference. I suggested
>that parents could *home school* their children in these topics and went on
>to explain that that did not mean lecturing on these topics. If you want more
>detail, you can go back and read my post where I originally stated this.
>
>> I guess I'm still
>> wondering what your point was regarding quantum mechanics and general
>> relativity education in public schools, though -- I thought you were
>> suggesting the public school instruction on these topics is inadequate.
>
>Well, I do think that public schooling on this topics is inadequate...
>
>> If you're arguing that this is an important failing of the public schools,
>
>...but I don't think it's an important failing of the public schools
>compared to their other failings. I don't think my point was too obscure
>if read in the context which you deleted in your reply. My point was
>that public schools (even very good public schools like the one the other
>poster was discussing) are limited in what they can cover and that home
>schooling offers the ability to tailor the curriculum to the child and
>to let the child learn at whatever rate he or she is comfortable with.
>
>James
> "Truth decays into beauty, while beauty soon becomes merely charm. Charm
> ends up as strangeness, and even that doesn't last, but up and down are
> forever." - The Laws of Physics
>
>
>
Hi there, I don't mean to intrude on this very legitimate
argument regarding the pros and cons to homeschooling but I though I
might put in a word or two since I have had experience in the matter. I
am 17 years old and I was homeschooled from grades 3 to 9. Right now I
am working on grade 12 by correspondence. Now I may be completely out of
line saying anything at this time (I have only read 5 or 6 of the
previous messages), so what I have to offer may be unrelated or
unwanted, but I thought I would comment on one aspect of homeschooling
that I think often gets over looked. There is always argument over
*what* can be taught, and the quality of *how* it will be taught. For me
personaly, homeschooling was not a way of increasing the work load for my
apparently "elite" mind or even sifting out the seemingly endless pile of
un-applicable class time. For me, homeschooling developed a way of
thinking. This, I believe, is something that not taught in any public
school that I have heard of. In fact, it would be almost impossible for
them to teach it. Now what "way of thinking" am I talking about? Well,
even though it includes so much, I would have to sum it up in two words.
Self discipline. Being at home for all those years, having to do little,
or no, typical academic work, simply increased my appitite for learning.
Un-like most public schools where the students are "force fed"
information right from grade 1, I was able to pursue personal interests
and develop a way of learning that suited me. By the time grade 9 and 10
rolled around, I was ready. Ready to learn the wonders of biology, and
un-lock the mysterys behind math, and chemistry. I wanted structure. I
wanted to work for 7 hours a day, take tests, and prove myself. Now it
could be that I only associate with a certain group of friends, but I
don't know one public school student that has a strong self-driven
motivation to do schoolwork. This (what I would call natural) instinct,
in my opinion, has been eliminated from the public school student.
Teachers are no longer a resource to the student, but rather an
"enforcer" of the school curriculum. I am not trying to put down public
schooling in any way, I know it works for some people. However, I feel
that many students are missing out on something that is too valuable to
be ignored. The ability to do self-disciplined work often has to be
re-learned once students have graduated highschool and proceed into a
post-secondary institution or the workforce. In sum, the point I am
trying to make is that I think homeschooled students have just as good,
or even better, chances of being successful in any field of work they
desire. Whether that be a simple highschool education, a university or
college, or a job. I'm sorry if I have caused undue delay or confusion
in this matter, but I felt that I had to express my opinion in this
matter. Thank you for your attention.
Brodie Soon
------ End of Forwarded Article
--
----------------------------------------------------------------------
Eric W. Anderson | ewan...@mit.edu
MIT Chemical Engineering Dept. |
Cambridge MA 02139 | (617) 253-2369
----------------------------------------------------------
From: "Chris Trammel" <ctra...@tlcnet.muohio.edu>
Date: Fri, 17 Mar 1995 09:52:48 -0500
Subject: public/homeschool_OM
My twelve year old wanted to participate in Odyssey of the Mind competition
and was not able to convince our local homeschool support group to front
the $125 membership fee to enable the group to participate- so he organized
his own team made up of homeschool and public school kids and participated in
the competition under the auspices of the public school "gifted" program
(even though the program is labeled "gifted" for funding,anybody who
knows enough to express an interst and find a coach can form an OM team).
This has been our most positive interaction with the school district here
in Ohio- although in all fairness we are just beginning to explore what will
be possible(BTW, my son's team won on the district level and go on to compete
at the state level next month!yea!). It does indeed seem to depend which state
and even which district you live in. Any discussion of participation in sports
has hit the stone wall of the Ohio Athletic Assoc.(although I have heard of
some private schools being willing to take homeschoolers on a team)-but I must
admit that if my kids were more athletically inclined I would push harder at the
school board level.
When we were in upstate NY we were encouraged to use whatever district resources
we wished- they were very up front in saying that they wanted homeschoolers to
feel as comfortable with the public school as possible in hopes of "luring"
us back!Mostly we used texts and the libraries.
Cris-wishing all of us could work together for the good of all the children
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From: mgar...@cincom.com (Marti Gardner)
Date: Fri, 17 Mar 1995 10:12:49 -0500
Subject: Sports (was public/homeschool_OM)
Cris wrote:
>Any discussion of participation in sports
>has hit the stone wall of the Ohio Athletic Assoc.(although I have heard of
>some private schools being willing to take homeschoolers on a team)-but I must
>admit that if my kids were more athletically inclined I would push harder
at the
>school board level.
We have opted to have our son play for our township's atheletic association.
He's in baseball and will play soccer this fall. He can also play football
if he wants. Anyone living in the township can participate.
We've also signed him up to play sports at the YMCA, he plays basketball
there now and wants to play indoor soccer with them.
We've got our daughter signed up for Lollipop soccer through a local league
that we found for 4&5 year olds. (It's cute, 3 men and a goalie on the field
for each team, small field, it's mostly to learn how to play for now, no
serious competition until they are much older) We found this via a friend,
but we see things in the community paper as well. Try a local recreation
commision, they usually can point you in the direction of leagues in the
area that are independent from the schools.
Marti
mgar...@cincom.com
Southwest Ohio
"Trust in God, but lock your car doors"
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From: Linda Lane Miller <NVM...@NVMUSIC.VCCS.EDU>
Date: Fri, 17 Mar 95 10:53:07 EST
Subject: Re: reading: sooner the better
Steve - I have always read the opposite - that early readers are
not necessarily brighter, nor do they do any better in the long
run than readers that begin reading at a later age. I believe
firmly that each child has his own timetable for learning to read.
Early is not necessarily better.
Linda
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From: Debbie Day <dd...@belle.bham.wednet.edu>
Date: Fri, 17 Mar 1995 07:25:11 -0800 (PST)
Subject: Slavery/Freedom Songs
To those studying African American History or slavery, I would highly
recommend the following two audio tapes. Both are award winners and have
some excellent songs that are filled with history and emotion.
Sweet Honey In The Rock ALL FOR FREEDOM (Music for Little People)
Bill Harley presents I'M GONNA LET IT SHINE - A Gathering of
of Voices for Freedom (Round River Records)
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From: med...@news1.mnsinc.com (Mary E. Dixon)
Date: Fri, 17 Mar 1995 11:31:53 -0500
Subject: Re: Science Ideas
>We are having a homeschool conference here in Valdosta later this month.
>Both my wife and I are making presentations.
>
>Lisa is working on a presentation about science. She asked me to send a
>request out on the list for ideas.
>
>What are you doing for science? What is working and what is not working?
>
>Jim Muncy
>mun...@grits.valdosta.peachnet.edu
>
>
One of the best things I ever did was to buy a copy of *Chemically
Active*. Then I got a big tote box with flaps on top to stash stuff in
and then I put the stuff into it that was necessary to do the stuff in
the book. Alcohol, epsom salts, iron sulfate, old pieces of leather,
instant tea, etc. Almost everything was there to try whatever John
wanted to do in the book. I made attempts at correlating what we did
to theory and reality. (I'm a scientist by training)
And then there was the thing with iron filings. I used shiny cardboard
and a shaker to sprinkle iron filings onto the cardboard. Under the
cardboard, we'd place various magnets and sometimes more than one
magnet. Then tap the cardboard a tad to get the filings to line up
with the magnetic fields. Very carefully, mist some heavy duty hair
spray onto the *picture* to get the filings to stay in place forever.
Caution: don't use too much of the iron filing stuff. You get a better
picture using a little less.
Another thing to do with filings and magnets is to put a mixture of
oil and filings into a zip-loc bag and then use magnets to see the
filings line up. You could give one of these bags to a supervised
young one to *finger paint* with. These don't give you a permanent
picture but hey!!!!!
Do yourself a favor though and get some decent
all-magnetic-material-magnets from a school supply store or some sort
of learning toys store.
Mary Dixon, born in Buffalo, living inside
the beltway in Arlington, VA
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From: Hun...@aol.com
Date: Fri, 17 Mar 1995 11:24:20 -0500
Subject: newsletter
I don't homeschool but I love all this information. Have I requested your
newsletter and other information before?????
Oh Well, here is my address
Mary Beth Hunt
637 North 21st
Blair NE 68008
Thanks!
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From: Laura Janetzke <jane...@rand.org>
Date: Fri, 17 Mar 95 09:08:33 PST
Subject: Magazines for Young Ones
I just ordered a couple of new magazines for Kasie (2.75). Yes, I have
succumbed to the "Clearinghouse" dream in hopes that buying a magazine for
my toddler will make me a millionaire.
I was looking for "Highlights" because I read that when I was a kid and
liked it, but it wasn't available. So I ordered the Disney one and the
Sesame Street one (OK, so I succumbed to two sweepstakes offers. Well,
actually three. But for the third I just took them upon their free book
offer. I didn't order a third magazine). I've never seen samples of
either of them, but the brief write up says they have games, puzzles,
etc., so I thought they might be of some educational value. Anyone buying
magazines for their kids in this age group? Any experience with Disney or
Sesame Street magazines? What are some good ones available?
Laura
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From: Heather Madrone <mad...@cruzio.com>
Date: Fri, 17 Mar 95 09:25:45 PST
Subject: Re: Music & Art
Art and music were two of the subjects that seriously made me think
about sending Morganne to Waldorf school instead of homeschooling her.
Waldorf-schooled children develop impressive artistic and musical
skills at very young ages.
For young children, I recommend Susan Striker's book _Please Touch_
for open-ended art ideas.
Our art education consists of a well-stocked art supply cabinet and
an easel that's also stuffed with art supplies. I've put bugs in the
ears of many of our friends that art supplies are much-welcomed gifts.
We have normal kid art supplies like scissors, glue, fingerpaints,
tempera, crayons, felt pens, glitter and cake watercolors. We also
have real artist's supplies such as oil pastels, drawing pencils,
tube watercolors, watercolor paper and so forth.
Morganne has free access to the art supplies so long as she cleans up
after herself and cares properly for the materials. She has shown that
she's not ready to care for certain materials (such as the tube watercolors
and their brushes), so those materials are limited to times when there
is adult supervision.
I think that free access to art materials is a lot better art education
than what typically passes as "arts and crafts" in schools, church
programs and scouts. A lot of "arts and crafts" projects are adult
-directed modeling art projects. The adult presents the child with
pre-cut shapes (say a pumpkin, three triangles and a mouth) and the
child then assembles them according to adult instructions. Such projects
are not art. A two year old's crayon scribbles on paper (or the wall)
have more real value to the child than a thousand modeling art projects.
I do sit down with Morganne sometimes and show her a technique, such
as using a dry brush to lift color in a watercolor painting or folding
paper to make paperdoll chains or snowflakes. Usually, this in response
to a question. Sometimes it's because I'm in the mood to paint or
make snowflakes and Morganne will ask me about what I'm doing.
The summer I was pregnant with Matisse, I started learning watercolor
painting. I would set up two painting boards, complete with palate,
brushes and other materials. Then I would work on shading a cube or
a sphere and Morganne would mix colors with abandon and paint whatever
her 3.5 year old heart desired. We had fun, working at our different
projects together.
I was going to expound on music, too, but I'm called to change a diaper.
--
Heather Madrone
mad...@cruzio.com
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The opinions expressed above are those of the original authors of the
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